January 16-19

Tuesday

  • Students will complete typing.com Beginner Review 1.
  • Students will complete and discuss a pre-reading activity to the novel “I Will Always Write Back.”
  • We will read aloud pages 1-23.

Wednesday

  • Students will complete typing.com T, S, and L keys.
  • We will read aloud pages 31-48.
  • Students will complete exit ticket short response to “Describe Martin’s day to day life. In what ways is it similar or different to Caitlin’s?”

Thursday

  • Students will complete typing.com O, B, and A keys.
  • We will read aloud pages 49-64.
  • We will discuss the previous day’s exit ticket responses.
  • Students will get vocabualry list and practice.

Friday

  • Students will complete typing.com V, H, and M keys.
  • We will read pages 65-80.
  • Students will complete vocabulary practice.

October 16-19 Lesson Plans

Monday

  • Cursive vowel combinations
  • Some students will complete “Famous Fails” Slideshow while others workshop thier RACE 2 paragraph.

Tuesday

  • Cursive vowel combinations
  • Students will share their “Famous Fails” Slideshow and RACE 2 paragraphs.

Wednesday

  • Cursive months
  • Students will share “Famous Fails” Slideshow and RACE 2 paragraphs

Thursday

  • Cursive months
  • Students will complete “Dependent Clause and Independent Clause” Notes on Google Classroom

Friday

  • Teacher workday, so we can plan awesome lessons for awesome kids!

 

October 9-13 Lesson Plans

Monday

  • Cursive Consonant Combinations “sk, sp, sq”
  • We will read the Scope Article, “They Failed. (And So Can You.)”
  • Students will work through the writing process this week to construct a response to the question, “Why should we be willing to fail?” This will be referred to as RACE 2

Tuesday

  • Cursive Consonant Combinations “ch, sh, wh”
  • Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.

Wednesday

  • Cursive Consonant Combinations “kn, mb, wr”
  • Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.

Thursday

  • Cursive Consonant Combinations “lt, ft, sl,”
  • Students will work through writing stations to peer edit their rough draft.

Friday

  • Students will polish and submit their final draft of RACE 2

Some students may master and work through this writing process faster. Those students will create their own “Famous Fails” slideshows about people in their own lives: parents, guardians, siblings, teachers, or friends.

Students who have not mastered the RACE paragraph writing skills will work as a small group through the standard based writing stations with me.

October 2-6 Lesson Plans

Monday

  • Cursive X
  • Students will learn how to combine two simple sentences and practice.

Tuesday

  • Cursive Y
  • Students will get their final drafts of RACE 1 back and make needed corrections for resubmission on google classroom.

Wednesday

  • Cursive Z
  • We will read the Scope Article, “They Failed. (And So Can You.)”
    • Students will work through the writing process this week to construct  a response to the question, “Why should we be willing to fail?” This will be referred to as RACE 2

Thursday

  • Consonant Combinations “bl, fl, and gl”
  • Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.

Friday

  • Consonant Combinations “br, cr, and dr”
  • Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.

September 25-September 29

Monday

  • Cursive U
  • Students will work on RACE stations to complete their graphic organizers and rough draft.

Tuesday

  • Cursive V
  • Students will revise their RACE paragraphs using self-evaluation and peer feedback forms.

Wednesday

  • Cursive W
  • Students will select a new Writing About Reading Prompt and start their second RACE paragraph using the graphic organizer.

Thursday

  • Review all cursive letters learned to date
  • Students will complete RACE graphic organizer.

Friday

  • Review all cursive letters learned to date
  • Students will draft a paragraph to their second WAR prompt.

September 18-22 Lesson Plans

Monday

  • Cursive R
  • Students will complete Broad vs. Detailed competition.

Tuesday

  • Cursive S
  • C=Cite
    • Students will learn how to Cite evidence from the text when constructing a response to a prompt as a small group using “Out of My Mind.”
    • Students will practice citing using evidence from the text to prove character traits in “LIttle Red Riding Hood.”

Wednesday

  • Cursive T
  • E= Explain
    • Students will learn how to explain how their cited evidence supports their answer in their WAR paragraph.

Thursday

  • Cursive Review Letters
  • Students will put RACE Quick Guide notes and Reading Response self and peer evaluation notes in their composition book.

Friday

  • Cursive Review Letters
  • Students will independently cite evidence and explain their evidence in their W.A.R. draft.

September 11-15 Lesson Plans

This week we will work towards developing a writing about reading response.

Monday

  • Cursive N
  • This week students will learn how to construct a response to a question about what they are reading. This is called writing about reading, or W.A.R.
  • To help them thoroughly answer the questions given and write a well-developed paragraph, I will teach them to use the acronym R.A.C.E.
    • R=Reword/restate the question
    • A=Answer the question
    • C=Cite using evidence from the text
    • E=Explain how the evidence supports your answer.
  • We will put these notes in our composition book.

Tuesday

  • Cursive O
  • Students will learn how to Reword/restate the question
    • We will take notes, practice as a whole group (Kahoot)

Wednesday

  • Cursive P
  • Students will use question cards to practice rewording/restating the question in a small group.
  • Students will complete individual over restating/rewording a question.

Thursday

  • Cursive Q
  • Students will learn how to answer the question using transition words by taking interactive notes and working with a small group.
  • Students will learn the difference between broad and detailed responses by playing “Broad Vs. Detailed” game as a whole class. (Kahoot)

Friday

  • Cursive practice review of letters A-Q
  • Students will independently practice answering the question using appropriate transitions and broad responses.

February 27- March 3 Lesson Plans

Reading

  • Monday
    • Students will continue analyzing debate of their choice with a partner.
  • Tuesday
    • Students will share out their findings to the class. They will explain the claim, support, counter argument, rebuttal and faulty reasoning.
    • Other groups will question their findings.
  • Wednesday
    • Students will complete faulty reasoning worksheet.
  • Thursday
    • Students will complete persuasive text analysis independently.
  • Friday
    • Students will take persuasive text quiz.
      • They will need to be able to use the definitions and examples from this week’s work.

English

  • This week students will complete editing and revising their expository essay.
  • Students will share them out to their class and publish them to their blog.

February 21-25 Lesson Plans

Reading

  • Tuesday
    • Students will make inferences using text evidence over the drama, “War of the Worlds.”
  • Wednesday and Thursday
    • Students will read two sides to the argument, “Should Balloons be Banned.”
    • Students will analyze each argument to determine the claim, supporting evidence, counterargument, rebuttal and faulty reasoning with teacher guidance.
  • Friday
    • Students will work with a partner to analyze Scope debate topic of their choice to determine claim, supporting details, counterargument, rebuttal, and faulty reasoning. Students will complete the “Comparing and Contrasting Persuasive Texts” graphic organizer.

English

  • This week students will learn how to elaborate expository essays and create reflective conclusions.
  • Students will complete “Expository Essay Planning Sheet” and type their essay in Google Docs.
  • Students will publish essay to PEG Writing and make recommended revisions.

February 6-10 Lesson Plans

Reading

  • Monday and Tuesday
    • Students will take a nonfiction test over determining author’s purpose, topic, main idea, supporting details, text structure and summary.
  • Wednesday
    • Students will take notes over how to determine the meaning of words by identifying roots of words, prefixes, and suffixes.
  • Thursday
    • Students will practice determining the meaning of words by completing practice questions on study island.
  • Friday
    • Students will practice using the dictionary as a reading resource.

English

  • Monday
    • Students will share their final drafts of the Apollo 13 paragraphs.
  • Tuesday-Friday
    • Students will analyze the components of an expository essay. T
    • They will start pre-writing a response to a self-selected writing prompt over the autobiography, “I Am Malala.”
    • Students will compose a thesis statement.
    • Students will learn how to write effective introductions and use elaboration strategies.